2010 Texas Focus: Learning From Near To Far - Siller 1

Texas School for the Blind & Visually Impaired Outreach Programs www.tsbvi.edu

512-454-8631 Superintendent William Daugherty Outreach Director Cyral Miller

Texas Focus: Learning From Near to Far Learn About the Power of Authentic Assessment Rubrics to Improve Instructional Practice Time: 1:00-2:30 PM Date: June 9, 2010

Presented by Mary Ann Siller, National Consultant for Vision Impairment and Blindness Services

Developed for

2010 Texas Focus: Learning From Near To Far - Siller 2

Texas School for the Blind & Visually Impaired Outreach Programs

2010 Texas Focus: Learning From Near To Far - Siller 3

New Look on Essential Assessments: Partnership Between Families and Professionals

Mary Ann Siller, M.Ed. National Consultant for Blindness and Low Vision Services

dmasiller@sbcglobal.net

KWL K what do you know about a balanced assessment process that includes the essential assessments with the Expanded Core Curriculum (ECC)?

W what do you want to know about the essential assessments your child receives?

QUALITY PROGRAMMING FOR STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED Assessments Educational Programming Research-based Instruction On-going Evaluation

A research-based effective instructional continuum always begins with quality assessment data that drives both educational programming and instruction for all students with varying acuity and ability levels.

ASSESSMENTS Essential Assessments for eligibility, programming, instruction, and on-going evaluation

Functional vision assessment Learning media assessment Expanded Core Curriculum (ECC) assessments

2010 Texas Focus: Learning From Near To Far - Siller 4

FUNCTIONAL VISION ASSESSMENT Observe how a student uses vision to complete daily activities

with a variety of materials Determine the degree to which the visual impairment interferes

with learning Identify ways to increase the efficiency of visual functioning

LEARNING MEDIA ASSESSMENT Process of systematically gathering objective information to provide a basis for selecting appropriate learning and literacy media for students who are blind and visually impaired

(Koenig & Holbrook-TSBVI)

ESSENTIAL ASSESSMENT RUBRIC A rubric is an authentic assessment tool used to measure professional’s work. It is a scoring guide that seeks to evaluate a professional’s performance based on the sum of a full range of criteria rather than a single numerical score.

Content Quality Professional growth Peer critiques Administrative evaluation

Essential Assessment Rubric

(DVD will be shown at the workshop)

2010 Texas Focus: Learning From Near To Far - Siller 5

VIDEO SNIPPETS TO SUPPORT THE ASSESSMENT RUBRIC Near Acuity and Discrimination refers to a functional measure of a student’s visual acuity within 16 inches.

Queue video (Essential Assessments Video that defines three broad areas of the FVA)

Figure 1 Joy’s mom explains in audio clip why ECC is important

Figure 2 Jack’s mom explains the importance of assessing his needs.

Figure 3 Chris’ mom explains in audio clip why ECC is important

2010 Texas Focus: Learning From Near To Far - Siller 6

ECC CONTENT AREAS Accessing Technology & Assistive Technology Career Education Compensatory Skills or Access Skills, including braille, functional

academics , communication , and tactile graphics Independent Living Orientation & Mobility Recreation and Leisure Self-determination Social Interaction Sensory Efficiency Auditory Visual Tactual Olfactory Gustatory Kinesthetic

LOWENFIELD’S PRINCIPLES OF SPECIAL METHODS Provide concrete experiences Offer opportunities for learning by doing Provide unifying experience

2010 Texas Focus: Learning From Near To Far - Siller 7

ECC ---THE WHY AND HOW

Figure 4 Chris explains in audio clip what is important for his achievement

NEW FRAMEWORK FOR THE ESSENTIAL ASSESSMENTS How do teachers and families partner to obtain this information? How can teachers and families use this information? What does it mean for my child or student?

Parent Checklist for Effective Instruction in the Expanded Core Curriculum Content Areas.doc

2010 Texas Focus: Learning From Near To Far - Siller 8

Parent Checklist for Effective Instruction in the Expanded Core Curriculum Content Areas

Question Yes/ No

Concerns

1. Did the teacher share the results of the Functional Vision/Learning Media Assessment?

2. Did you complete the Expanded Core (ECC) Needs Assessment and develop priorities?

3. Did the teacher share the results of the ECC assessments?

4. Do you know what assessment tools were used?

5. Were IFSP/IEP goals developed based on the assessment results?

6. Were you asked to provide some instruction at home?

7. Did the teacher share reports on your child’s progress in the areas of instruction?

8. Do you know which curriculum your teacher using?

2010 Texas Focus: Learning From Near To Far - Siller 9

Question Yes/ No

Concerns

9. If no progress was made did the teacher reconvene the IFSP/IEP team to change the goal?

10. Have you noticed a change in skill level of your child at home?

11. Does the administrator in your child’s school building understand and support instruction in the ECC content areas?

12. Do you think the amount of instruction is sufficient to assure proficiency by your child?

PROGRAMMING ECC Needs Assessment ECC Assessment Protocol ECC Action Plan Measurable goals documented on the IEP Type and amount of Service- Flow Chart on Effective Services

2010 Texas Focus: Learning From Near To Far - Siller 10

EXPANDED CORE CURRICULUM NEEDS SCREENING TOOL

(To be completed Yearly)

Student Name: ___________________________________ School: _________________________________________ Grade Level: _______ Age: ______ TVI: _____________________ Date of Needs Assessment: ________________________________

CHECK ALL WHO CONTRIBUTED TO THIS NEEDS ASSESSMENT: Parents General

Education Teacher

COMS

Student Special Education Teacher

Other related service providers

Other Family Members

TVI Administrators

Key: (+) Strength (-) Need (0) Not a Need at this time

Circle or highlight Priority Areas

Skills Key Justification Statement

COMPENSATORY/ACCESS

Communication & Type

Handwriting

Tactual Readiness

Braille reading, including fluency

2010 Texas Focus: Learning From Near To Far - Siller 11

Skills Key Justification Statement

Braille writing

Nemeth code

Slate and stylus

Effective use of optical devices for literacy (see visual efficiency)

Calculator

Abacus

Listening Skills

Organization

Study & Reference Skills

Use of live reader

Use of charts, graphs, maps

Scientific Notation

Music Notation

Additional Areas (identify)

Needed Accommodations

CAREER EDUCATION

Knows function of community workers

Follows simple/complex classroom & school rules

2010 Texas Focus: Learning From Near To Far - Siller 12

Skills Key Justification Statement

Initiates & completes school assignments on time

Demonstrates concern for quality of work

Identify educational service options related to visual impairment

Develop statement on eye condition & needed accommodations

Assume responsibility for obtaining supplies, resources

Explore realistic options for future education/career programming

Additional Skills (identify)

INDEPENDENT LIVING SKILLS

Dressing/Clothing Management

Personal Hygiene/Grooming

Toileting and Feminine Hygiene

Eating/Food Management

Housekeeping & Home Maintenance

2010 Texas Focus: Learning From Near To Far - Siller 13

Skills Key Justification Statement

Obtaining & Using Money

Time Concepts

Health & Safety

Additional Skills (identify)

ORIENTATION AND MOBILITY

Concept Development

Body Image

Protective Techniques

Sighted Guide

Trailing

Search Patterns

Cane Skills

Independent Travel in Familiar Environments

Independent Travel in Unfamiliar Environments

Public Transportation

Requesting Assistance

Use of Distance Optical Devices

Additional Skills (identify)

RECREATION/LEISURE

2010 Texas Focus: Learning From Near To Far - Siller 14

Skills Key Justification Statement

Management of Leisure Time

Solitary Play & Leisure Activities

Physical Games & Sports

Pets & Nature

Music & Dance

Arts & Crafts

Drama

Science & Technology

Additional skills (identify)

SELF-DETERMINATION

Self-Awareness

Decision Making

Problem-Solving

Goal Setting & Attainment

Self-Observation, Evaluation, & Reinforcement

Self-Instruction,

Choice Making

Positive Self-Efficacy and Outcome Expectancy

Self-Advocacy, & Leadership

2010 Texas Focus: Learning From Near To Far - Siller 15

Skills Key Justification Statement

Self-Understanding

Facilitation of IEP & Team Meeting

Able to describe and explain eye condition

Additional skills (identify)

SENSORY EFFICIENCY

VISUAL

Chooses a device appropriate for the visual task (near/distance)

Communicates purpose & function of prescribed optical device

Demonstrates daily maintenance of optical devices

Initiatives independent use of optical device

Demonstrates knowledge of prescribed optical device

Demonstrates proficiency with prescribed optical device

2010 Texas Focus: Learning From Near To Far - Siller 16

Skills Key Justification Statement

Demonstrates fluency (reading/writing) with optical device commensurate w/ classroom peers (see ECC Resource Guide)

AUDITORY

Discrimination

Association

Short term memory

Long term memory

Listening for meaning

Skills for using taped materials/listening experiences

TACTUAL

Explores tactually

Recognizes tactile characteristics of objects

Interprets tactile stimuli

Interprets graphic information

Additional Skills (identify)

SECONDARY LEARNING SKILLS

Olfactory

2010 Texas Focus: Learning From Near To Far - Siller 17

Skills Key Justification Statement

Gustatory

Kinesthetic

Other Skills

SOCIAL INTERACTION SKILLS

Interaction with Family, Peers, & Others

Non-verbal communication

Courteous Behavior

Personal & Civic Responsibility

Recognition & Expression of Emotions

Personal & Social Aspects of Sexuality

Additional Skills (identify)

TECHNOLOGY

Computer

Keyboarding

Use of screen reader

Braille technology

Voice output technology

Screen enlargement

2010 Texas Focus: Learning From Near To Far - Siller 18

Skills Key Justification Statement

Managing/Securing Equipment

Use/management of Electronic Texts

Additional Skills (identify)

OTHER CONCERNS

Fine Motor

Gross Motor

Speech and language

Hearing

Behavior(s)

Additional Skills (identify)

2010 Essential Assessment Project (Blankenship, Coy, Prause, & Siller)

Developed by Wendy Sapp & Iowa ECC Resource Team and revised by Karen Blankenship, 2009

** Teacher discretion is required for skill sets identified within each content area

2010 Texas Focus: Learning From Near To Far - Siller 19

Measureable Goal Matrix

*Goals always begin with a valid and reliable assessment

Components Examples Non-Examples

ECC Content Area Compensatory /Access

Blank

Conditions:

1. Time: (date which goal is to be achieved)

2. Situation: (description of the difficulty level of the curriculum)

3. Materials: (description of the materials to be used, permanent products or direct observational material)

In 36 weeks, when given a braille contraction probe, using his classroom text books

By the end of school John will be able to discriminate braille contractions

Behavior: (task described is observable)

Will read 150 braille contractions

Criterion: (Sets the standard for evaluation, measures the effectiveness of intervention strategy using frequency, percentage, cumulation (event)

or duration or latency recording)

with 100 % accuracy on 3 consecutive opportunities

Student: the learner John

2010 Essential Assessment Project, Blankenship, Coy, Prause, & Sill